Pre-service teachers' confidence in teaching students with visual impairments in inclusive education

Žolgar, Ingrid (author), Lipec-Stopar, Mojca (author)

The implementation of inclusive education for students with visual impairments still represents a challenge. The results of different studies have shown that regular teachers generally have misconceptions about visual impairments. Similar results can be found for pre-service teachers. In this study, the focus is on the challenges, questions, and dilemmas of pre-service teachers in relation to the inclusion of students with visual impairments. Pre-service teachers (N = 152) in undergraduate teacher education study programmes (preschool education and primary teacher education) and graduate (i.e. MA-level) teacher education study programmes (primary teacher education, art education, subject teacher education) participated in the study. The pre-service teachers rated their confidence in their own knowledge and skills in terms of ten specific tasks related to teaching students with visual impairments. The pre-service teachers evaluated their professional knowledge and skills in the observed areas as insufficient to effectively teach students with visual impairments in mainstream schools. The relationship between confidence level and independent variables (personal experience, first thought, study programme) was analysed. The results showed that there were no signifycant differences regarding personal experience and study programme; however, there was a signify cant difference regarding their positive, neutral, and negative first thought. A principal component analysis was conducted to detect interrelationships among items on a scale of self-confidence, and it indicated two components: the first one is related to ‘designing and delivering instruction’ and the second one is related to ‘adapting and modifying the learning environment’. Implications for teacher training and the development of a future course are discussed.

• Language: English
• Keywords: teacher confidence, inclusive education, pre-service teachers, students with visual impairments, teacher, pre-school education, vision defect, teaching
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publication status: Published
• Publication version: Version of Record
• Year: 2016
• Number of pages: Str. 51-62
• Numbering: Vol. 52, br. 1
• PID: 20.500.12556/RUL-85525
• UDC: 376-056.262
• ISSN on article: 1331-3010
• DOI: 10.31299/hrri.52.1.5
• COBISS.SI-ID: 11156041

Copyright

Podatek o licenci CC BY-NC je naveden na spletni strani revije (https://hrri.erf.unizg.hr/?page_id=7). (Datum opombe: 20. 8. 2025)

Note

KLJUČNE BESEDE: inkluzija, učitelj, predšolska vzgoja, motnje vida

• Publication date in RUL: 20.09.2017

Record is a part of a journal

• Title: Hrvatska revija za rehabilitacijska istraživanja = Croatian review of rehabilitation research
• Shortened title: Hrvat. rev. rehabil. istraž.
• Publisher: Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet = University of Zagreb, Faculty of Education and Rehabilitation Sciences
• ISSN: 1331-3010
• COBISS.SI-ID: 42300673

Licences

• License: CC BY-NC 4.0, Creative Commons Attribution-NonCommercial 4.0 International
• Link: http://creativecommons.org/licenses/by-nc/4.0/
• Description: A creative commons license that bans commercial use, but the users don’t have to license their derivative works on the same terms.

Secondary language

• Language: Croatian
• Title: Samopouzdanje budućih nastavnika glede poučavanja učenika oštećena vida u inkluzivnom obrazovnom okruženju

Abstract

Implementacija inkluzivnog obrazovanja za učenike oštećena vida i dalje predstavlja izazov. Rezultati prethodnih istraživanja pokazali su da redovni nastavnici obično imaju pogrešne predodžbe o učenicima oštećena vida i njihovom poučavanju. Slični rezultati mogu se naći i kod budućih nastavnika. Cilj ovog rada bio je ispitati izazove, pitanja i dileme budućih nastavnika glede uključivanja učenika oštećena vida u redovnu osnovnu školu. Ispitivanjem su obuhvaćeni budući nastavnici (N = 152) preddiplomskih (predškolski odgoj, razredna nastava) i diplomskih studijskih programa (razredna nastava, predmetna nastava). U istraživanju je korištena Skala za ocjenjivanje pouzdanja u vlastito znanje i vještine poučavanja učenika oštećena vida u redovnoj osnovnoj školi. U promatranim područjima budući nastavnici ocjenjuju svoje profesionalno znanje i vještine za poučavanje učenika oštećena vida u redovnim školama nedovoljnima. Rezultati analize razlika u samopouzdanju budućih nastavnika s obzirom na nezavisne varijable nisu pokazali značajne razlike u pogledu osobnog iskustva i programa studija. Međutim, značajna razlika pokazala se glede njihove pozitivne, neutralne i negativne prve misli. Metodom glavnih komponenata čestica na skali ekstrahirane su dvije dimenzije: prva se odnosi na ‘planiranje nastave i poučavanje’, a druga se odnosi na ‘prilagodbu i modificiranje okoline učenja’.

• Keywords: samopouzdanje nastavnika, inkluzivno obrazovanje, budući nastavnici, učenici oštećena vida